Abstract
In engineering-related subjects, students sometimes pay more attention to subject knowledge than transferable skills, which often results in gaps where university graduates equipped with subject knowledge do not possess skills required by their employers. The recent introduction of degree apprenticeships in the UK calls for business involvements and provides standards where skill requirements are specified alongside knowledge and behavior requirements. In this paper, we report the practice at the Warwick Manufacturing Group, the University of Warwick, of how the skill requirements of the Digital and Technology Solutions degree were mapped to different modules and taught through different classroom activities and assessments. We discuss our approach, students’ responses, challenges faced, our resolutions, as well as some pedagogical considerations.
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Yang, J., Seyedebrahimi, M. (2022). Building Students’ Transferable Skills Through Classroom Activities and Assessments. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds) Mobility for Smart Cities and Regional Development - Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, vol 389. Springer, Cham. https://doi.org/10.1007/978-3-030-93904-5_76
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DOI: https://doi.org/10.1007/978-3-030-93904-5_76
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